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New York State P-12
Common Core Learning Standards for
English Language Arts & Literacy
Standards for English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects| K–5 1
Standards for English Language Arts
6–12
College and Career Readiness Anchor Standards for Reading Note on range and content
The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of of student reading
each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and To become college and career ready, students
grade-specific standards are necessary complements—the former providing broad standards, the latter must grapple with works of exceptional craft and
providing additional specificity—that together define the skills and understandings that all students must demonstrate.
thought whose range extends across genres,
cultures, and centuries. Such works offer
Key Ideas and Details
profound insights into the human condition and
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
serve as models for students’ own thinking and
evidence when writing or speaking to support conclusions drawn from the text.
writing. Along with high-quality contemporary
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
works, these texts should be chosen from
and ideas.
among seminal U.S. documents, the classics of
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
American literature, and the timeless dramas of
Shakespeare. Through wide and deep reading of
Craft and Structure
literature and literary nonfiction of steadily
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
increasing sophistication, students gain a
meanings, and analyze how specific word choices shape meaning or tone.
reservoir of literary and cultural knowledge,
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a
references, and images; the ability to evaluate
section, chapter, scene, or stanza) relate to each other and the whole.
intricate arguments; and the capacity to
6. Assess how point of view or purpose shapes the content and style of a text.
surmount the challenges posed by complex
Integration of Knowledge and Ideas texts.
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well
as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Responding to Literature
11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and
comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American
and world cultures.
*Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards
relevant to gathering, assessing, and applying information from print and digital sources.
Standards for English Language Arts | 6–12 3
Reading Standards for Literature 6–12 [RL]
The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the
requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or
further develop skills and understandings mastered in preceding grades.
Grade 6 students: Grade 7 students: Grade 8 students:
Key Ideas and Details
1. Cite textual evidence to support analysis of what the text 1. Cite several pieces of textual evidence to support analysis of 1. Cite the textual evidence that most strongly supports an
says explicitly as well as inferences drawn from the text. what the text says explicitly as well as inferences drawn analysis of what the text says explicitly as well as inferences
from the text. drawn from the text.
2. Determine a theme or central idea of a text and how it is 2. Determine a theme or central idea of a text and analyze its 2. Determine a theme or central idea of a text and analyze its
conveyed through particular details; provide a summary of development over the course of the text; provide an development over the course of the text, including its
the text distinct from personal opinions or judgments. objective summary of the text. relationship to the characters, setting, and plot; provide an
objective summary of the text.
3. Describe how a particular story’s or drama’s plot unfolds in 3. Analyze how particular elements of a story or drama 3. Analyze how particular lines of dialogue or incidents in a story
a series of episodes as well as how the characters respond or interact (e.g., how setting shapes the characters or plot). or drama propel the action, reveal aspects of a character, or
change as the plot moves toward a resolution. provoke a decision.
Craft and Structure
4. Determine the meaning of words and phrases as they are 4. Determine the meaning of words and phrases as they are 4. Determine the meaning of words and phrases as they are used
used in a text, including figurative and connotative used in a text, including figurative and connotative in a text, including figurative and connotative meanings;
meanings; analyze the impact of a specific word choice on meanings; analyze the impact of rhymes and other analyze the impact of specific word choices on meaning and
meaning and tone. repetitions of sounds (e.g., alliteration) on a specific verse tone, including analogies or allusions to other texts.
or stanza of a poem or section of a story or drama.
5. Analyze how a particular sentence, chapter, scene, or 5. Analyze how a drama’s or poem’s form or structure (e.g., 5. Compare and contrast the structure of two or more texts and
stanza fits into the overall structure of a text and soliloquy, sonnet) contributes to its meaning. analyze how the differing structure of each text contributes to
contributes to the development of the theme, setting, or its meaning and style.
plot.
6. Explain how an author develops the point of view of the 6. Analyze how an author develops and contrasts the points of 6. Analyze how differences in the points of view of the characters
narrator or speaker in a text. view of different characters or narrators in a text. and the audience or reader (e.g., created through the use of
a. Explain how an author’s geographic location or culture a. Analyze stories, drama, or poems by authors who dramatic irony) create such effects as suspense or humor.
affects his or her perspective. represent diverse world cultures. a. Analyze full-length novels, short stories, poems, and other
genres by authors who represent diverse world cultures.
Integration of Knowledge and Ideas
7. Compare and contrast the experience of reading a story, 7. Compare and contrast a written story, drama, or poem to 7. Analyze the extent to which a filmed or live production of a
drama, or poem to listening to or viewing an audio, video, its audio, filmed, staged, or multimedia version, analyzing story or drama stays faithful to or departs from the text or
or live version of the text, including contrasting what they the effects of techniques unique to each medium (e.g., script, evaluating the choices made by the director or actors.
“see” and “hear” when reading the text to what they lighting, sound, color, or camera focus and angles in a
perceive when they listen or watch. film).
8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature)
Standards for English Language Arts | 6–12 4
Reading Standards for Literature 6–12 [RL]
Grade 6 students: Grade 7 students: Grade 8 students:
Integration of Knowledge and Ideas
9. Compare and contrast texts in different forms or genres 9. Compare and contrast a fictional portrayal of a time, place, 9. Analyze how a modern work of fiction draws on themes,
(e.g., stories and poems; historical novels and fantasy or character and a historical account of the same period as a patterns of events, or character types from myths, traditional
stories) in terms of their approaches to similar themes and means of understanding how authors of fiction use or alter stories, or religious works such as the Bible, including
topics. history. describing how the material is rendered new.
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literature, 10. By the end of the year, read and comprehend literature, 10. By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6–8 including stories, dramas, and poems, in the grades 6–8 including stories, dramas, and poems, at the high end of
text complexity band proficiently, with scaffolding as text complexity band proficiently, with scaffolding as grades 6–8 text complexity band independently and
needed at the high end of the range. needed at the high end of the range. proficiently.
Responding to Literature Responding to Literature Responding to Literature
11. Recognize, interpret, and make connections in narratives, 11. Recognize, interpret, and make connections in narratives, 11. Interpret, analyze, and evaluate narratives, poetry, and
poetry, and drama, ethically and artistically to other texts, poetry, and drama, ethically and artistically to other texts, drama, artistically and ethically by making connections to:
ideas, cultural perspectives, eras, personal events, and ideas, cultural perspectives, eras, personal events, and other texts, ideas, cultural perspectives, eras, personal
situations. situations. events, and situations.
a. Self-select text based on personal preferences. a. Self-select text to develop personal preferences.
a. Self-select text based on personal preferences.
b. Use established criteria to classify, select, and evaluate b. Use established criteria to classify, select, and evaluate b. Establish and use criteria to classify, select, and evaluate
texts to make informed judgments about the quality of the texts to make informed judgments about the quality of the texts to make informed judgments about the quality of the
pieces. pieces. pieces.
Standards for English Language Arts | 6–12 5
Reading Standards for Literature 6–12 [RL]
The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the
latter providing additional specificity.
Grades 9–10 students: Grades 11–12 students:
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text. well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
2. Determine a theme or central idea of a text and analyze in detail its development over the course 2. Determine two or more themes or central ideas of a text and analyze their development over
of the text, including how it emerges and is shaped and refined by specific details; provide an the course of the text, including how they interact and build on one another to produce a
objective summary of the text. complex account; provide an objective summary of the text.
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop 3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a
over the course of a text, interact with other characters, and advance the plot or develop the story or drama (e.g., where a story is set, how the action is ordered, how the characters are
theme. introduced and developed).
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including figurative 4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning and connotative meanings; analyze the impact of specific word choices on meaning and tone,
and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or including words with multiple meanings or language that is particularly fresh, engaging, or
informal tone). beautiful. (Include Shakespeare as well as other authors.)
5. Analyze how an author’s choices concerning how to structure a text, order events within it 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
mystery, tension, or surprise. contribute to its overall structure and meaning as well as its aesthetic impact.
6. Analyze a particular point of view or cultural experience reflected in a work of literature from 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in
outside the United States, drawing on a wide reading of world literature. a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Integration of Knowledge and Ideas
7. Analyze the representation of a subject or a key scene in two different artistic mediums, including 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production
what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and of a play or recorded novel or poetry), evaluating how each version interprets the source text.
Breughel’s Landscape with the Fall of Icarus). (Include at least one play by Shakespeare and one play by an American dramatist.)
a. Analyze works by authors or artists who represent diverse world cultures. a. Analyze multiple interpretations of full-length works by authors who represent diverse world
cultures.
8. (Not applicable to literature) 8. (Not applicable to literature)
9. Analyze how an author draws on and transforms source material in a specific work (e.g., how 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play works of American literature, including how two or more texts from the same period treat
by Shakespeare). similar themes or topics.
Range of Reading and Level of Text Complexity
10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in 10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems,
the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high
the range. end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at By the end of grade 12, read and comprehend literature, including stories, dramas, and poems,
the high end of the grades 9–10 text complexity band independently and proficiently. at the high end of the grades 11–CCR text complexity band independently and proficiently.
Standards for English Language Arts | 6–12 6
Grades 9–10 students: Grades 11–12 students:
Responding to Literature Responding to Literature
11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and ethically by 11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and
making connections to: other texts, ideas, cultural perspectives, eras, personal events and philosophically by making connections to: other texts, ideas, cultural perspectives, eras,
situations. personal events, and situations.
a. Self-select text to respond and develop innovative perspectives. a. Self-select text to respond and develop innovative perspectives.
b. Establish and use criteria to classify, select, and evaluate texts to make informed judgments b. Establish and use criteria to classify, select, and evaluate texts to make informed
about the quality of the pieces. judgments about the quality of the pieces.
Standards for English Language Arts | 6–12 7
Reading Standards for Informational Text 6–12 [RI]
Grade 6 students: Grade 7 students: Grade 8 students:
Key Ideas and Details
1. Cite textual evidence to support analysis of what the text 1. Cite several pieces of textual evidence to support analysis 1. Cite the textual evidence that most strongly supports an
says explicitly as well as inferences drawn from the text. of what the text says explicitly as well as inferences drawn analysis of what the text says explicitly as well as inferences
from the text. drawn from the text.
2. Determine a central idea of a text and how it is conveyed 2. Determine two or more central ideas in a text and analyze 2. Determine a central idea of a text and analyze its development
through particular details; provide a summary of the text their development over the course of the text; provide an over the course of the text, including its relationship to
distinct from personal opinions or judgments. objective summary of the text. supporting ideas; provide an objective summary of the text.
3. Analyze in detail how a key individual, event, or idea is 3. Analyze the interactions between individuals, events, and 3. Analyze how a text makes connections among and distinctions
introduced, illustrated, and elaborated in a text (e.g., ideas in a text (e.g., how ideas influence individuals or between individuals, ideas, or events (e.g., through
through examples or anecdotes). events, or how individuals influence ideas or events). comparisons, analogies, or categories).
Craft and Structure
4. Determine the meaning of words and phrases as they are 4. Determine the meaning of words and phrases as they are 4. Determine the meaning of words and phrases as they are used
used in a text, including figurative, connotative, and used in a text, including figurative, connotative, and in a text, including figurative, connotative, and technical
technical meanings. technical meanings; analyze the impact of a specific word meanings; analyze the impact of specific word choices on
choice on meaning and tone. meaning and tone, including analogies or allusions to other
texts.
5. Analyze how a particular sentence, paragraph, chapter, or 5. Analyze the structure an author uses to organize a text, 5. Analyze in detail the structure of a specific paragraph in a text,
section fits into the overall structure of a text and including how the major sections contribute to the whole including the role of particular sentences in developing and
contributes to the development of the ideas. and to the development of the ideas. refining a key concept.
6. Determine an author’s point of view or purpose in a text 6. Determine an author’s point of view or purpose in a text 6. Determine an author’s point of view or purpose in a text and
and explain how it is conveyed in the text. and analyze how the author distinguishes his or her analyze how the author acknowledges and responds to
position from that of others. conflicting evidence or viewpoints.
Integration of Knowledge and Ideas
7. Integrate information presented in different media or 7. Compare and contrast a text to an audio, video, or 7. Evaluate the advantages and disadvantages of using different
formats (e.g., visually, quantitatively) as well as in words multimedia version of the text, analyzing each medium’s mediums (e.g., print or digital text, video, multimedia) to
to develop a coherent understanding of a topic or issue. portrayal of the subject (e.g., how the delivery of a speech present a particular topic or idea.
affects the impact of the words).
8. Trace and evaluate the argument and specific claims in a 8. Trace and evaluate the argument and specific claims in a 8. Delineate and evaluate the argument and specific claims in a
text, distinguishing claims that are supported by reasons text, assessing whether the reasoning is sound and the text, assessing whether the reasoning is sound and the evidence
and evidence from claims that are not. evidence is relevant and sufficient to support the claims. is relevant and sufficient; recognize when irrelevant evidence
is introduced.
9. Compare and contrast one author’s presentation of events 9. Analyze how two or more authors writing about the same 9. Analyze a case in which two or more texts provide conflicting
with that of another (e.g., a memoir written by and a topic shape their presentations of key information by information on the same topic and identify where the texts
biography on the same person). emphasizing different evidence or advancing different disagree on matters of fact or interpretation.
a. Use their experience and their knowledge of language interpretations of facts. a. Use their experience and their knowledge of language and
and logic, as well as culture, to think analytically, address a. Use their experience and their knowledge of language logic, as well as culture, to think analytically, address
problems creatively, and advocate persuasively. and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.
problems creatively, and advocate persuasively.
Standards for English Language Arts | 6–12 8
Reading Standards for Informational Text 6–12 [RI]
Grade 6 students: Grade 7 students: Grade 8 students:
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literary 10. By the end of the year, read and comprehend literary 10. By the end of the year, read and comprehend literary
nonfiction in the grades 6–8 text complexity band nonfiction in the grades 6–8 text complexity band nonfiction at the high end of the grades 6–8 text complexity
proficiently, with scaffolding as needed at the high end of proficiently, with scaffolding as needed at the high end of band independently and proficiently.
the range. the range.
Standards for English Language Arts | 6–12 9
Reading Standards for Informational Text 6–12 [RI]
The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing
additional specificity.
Grades 9–10 students: Grades 11–12 students:
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
as well as inferences drawn from the text. well as inferences drawn from the text, including determining where the text leaves matters
a. Develop factual, interpretive, and evaluative questions for further exploration of the uncertain.
topic(s). a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
2. Determine a central idea of a text and analyze its development over the course of the text, 2. Determine two or more central ideas of a text and analyze their development over the course of
including how it emerges and is shaped and refined by specific details; provide an objective the text, including how they interact and build on one another to provide a complex analysis;
summary of the text. provide an objective summary of the text.
3. Analyze how the author unfolds an analysis or series of ideas or events, including the order 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas,
in which the points are made, how they are introduced and developed, and the connections or events interact and develop over the course of the text.
that are drawn between them.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative, 4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices connotative, and technical meanings; analyze how an author uses and refines the meaning of a key
on meaning and tone (e.g., how the language of a court opinion differs from that of a term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
newspaper).
5. Analyze in detail how an author’s ideas or claims are developed and refined by particular 5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). argument, including whether the structure makes points clear, convincing, and engaging.
6. Determine an author’s point of view or purpose in a text and analyze how an author uses 6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
rhetoric to advance that point of view or purpose. effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the
text.
Integration of Knowledge and Ideas
7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in 7. Integrate and evaluate multiple sources of information presented in different media or formats
both print and multimedia), determining which details are emphasized in each account. (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of
reasoning is valid and the evidence is relevant and sufficient; identify false statements and constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions
fallacious reasoning. and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The
Federalist, presidential addresses).
9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of
Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s historical and literary significance (including The Declaration of Independence, the Preamble to the
“Letter from Birmingham Jail”), including how they address related themes and concepts. Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes,
a. Read, annotate, and analyze informational texts on topics related to diverse and non- purposes, and rhetorical features.
traditional cultures and viewpoints. a. Read, annotate, and analyze informational texts on topics related to diverse and non-traditional
cultures and viewpoints.
Standards for English Language Arts | 6–12 10
Grades 9–10 students: Grades 11–12 students:
Range of Reading and Level of Text Complexity
10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text 10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text
complexity band proficiently, with scaffolding as needed at the high end of the range. complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–
grades 9–10 text complexity band independently and proficiently. CCR text complexity band independently and proficiently.
Standards for English Language Arts | 6–12 11
College and Career Readiness Anchor Standards for Writing Note on range and content
The grades 6–12 standards on the following pages define what students should understand and be able to do by the of student writing
end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. For students, writing is a key means of
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter asserting and defending claims, showing what
providing additional specificity—that together define the skills and understandings that all students must
they know about a subject, and conveying what
demonstrate.
they have experienced, imagined, thought, and
Text Types and Purposes* felt. To be college- and career- ready writers,
students must take task, purpose, and
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence. audience into careful consideration, choosing
words, information, structures, and formats
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content. deliberately. They need to know how to
combine elements of different kinds of
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences. writing—for example, to use narrative
strategies within argument and explanation
Production and Distribution of Writing within narrative—to produce complex and
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, nuanced writing. They need to be able to use
purpose, and audience. technology strategically when creating,
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. refining, and collaborating on writing. They
have to become adept at gathering
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others. information, evaluating sources, and citing
material accurately, reporting findings from
Research to Build and Present Knowledge their research and analysis of sources in a
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating clear and cogent manner. They must have the
understanding of the subject under investigation. flexibility, concentration, and fluency to
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each produce high-quality first-draft text under a
source, and integrate the information while avoiding plagiarism. tight deadline as well as the capacity to revisit
9. Draw evidence from literary or informational texts to support analysis, reflection, and research. and make improvements to a piece of writing
over multiple drafts when circumstances
Range of Writing encourage or require it.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Responding to Literature
11. Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts
through written, digital, and oral presentations, employing a variety of media and genres.
*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
Standards for English Language Arts | 6–12 12
Writing Standards 6–12 [W]
The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their
writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should
address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and
understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing
samples in Appendix C.
Grade 6 students: Grade 7 students: Grade 8 students:
Text Types and Purposes
1. Write arguments to support claims with clear reasons and 1. Write arguments to support claims with clear reasons and 1. Write arguments to support claims with clear reasons and
relevant evidence. relevant evidence. relevant evidence.
a. Introduce claim(s) and organize the reasons and a. Introduce claim(s), acknowledge alternate or opposing a. Introduce claim(s), acknowledge and distinguish the
evidence clearly. claims, and organize the reasons and evidence claim(s) from alternate or opposing claims, and
b. Support claim(s) with clear reasons and relevant logically. organize the reasons and evidence logically.
evidence, using credible sources and demonstrating an b. Support claim(s) with logical reasoning and relevant b. Support claim(s) with logical reasoning and relevant
understanding of the topic or text. evidence, using accurate, credible sources and evidence, using accurate, credible sources and
c. Use words, phrases, and clauses to clarify the demonstrating an understanding of the topic or text. demonstrating an understanding of the topic or text.
relationships among claim(s) and reasons. c. Use words, phrases, and clauses to create cohesion and c. Use words, phrases, and clauses to create cohesion and
d. Establish and maintain a formal style. clarify the relationships among claim(s), reasons, and clarify the relationships among claim(s), counterclaims,
e. Provide a concluding statement or section that follows evidence. reasons, and evidence.
from the argument presented. d. Establish and maintain a formal style. d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows e. Provide a concluding statement or section that follows
from and supports the argument presented. from and supports the argument presented.
2. Write informative/explanatory texts to examine a topic and 2. Write informative/explanatory texts to examine a topic and 2. Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the convey ideas, concepts, and information through the convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content. selection, organization, and analysis of relevant content. selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and a. Introduce a topic clearly, previewing what is to a. Introduce a topic clearly, previewing what is to follow;
information, using strategies such as definition, follow; organize ideas, concepts, and information, organize ideas, concepts, and information into broader
classification, comparison/contrast, and cause/effect; using strategies such as definition, classification, categories; include formatting (e.g., headings),
include formatting (e.g., headings), graphics (e.g., comparison/contrast, and cause/effect; include graphics (e.g., charts, tables), and multimedia when
charts, tables), and multimedia when useful to aiding formatting (e.g., headings), graphics (e.g., charts, useful to aiding comprehension.
comprehension. tables), and multimedia when useful to aiding b. Develop the topic with relevant, well-chosen facts,
b. Develop the topic with relevant facts, definitions, comprehension. definitions, concrete details, quotations, or other
concrete details, quotations, or other information and b. Develop the topic with relevant facts, definitions, information and examples.
examples. concrete details, quotations, or other information and c. Use appropriate and varied transitions to create cohesion
c. Use appropriate transitions to clarify the relationships examples. and clarify the relationships among ideas and concepts.
among ideas and concepts. c. Use appropriate transitions to create cohesion and d. Use precise language and domain-specific vocabulary to
d. Use precise language and domain-specific vocabulary clarify the relationships among ideas and concepts. inform about or explain the topic.
to inform about or explain the topic. d. Use precise language and domain-specific vocabulary e. Establish and maintain a formal style.
e. Establish and maintain a formal style. to inform about or explain the topic. f. Provide a concluding statement or section that follows
e. Establish and maintain a formal style. from and supports the information or explanation
f. Provide a concluding statement or section that follows f. Provide a concluding statement or section that follows presented.
from the information or explanation presented. from and supports the information or explanation
presented.
Standards for English Language Arts | 6–12 13
Writing Standards 6–12 [W]
Grade 6 students: Grade 7 students: Grade 8 students:
Text Types and Purposes (continued)
3. Write narratives to develop real or imagined experiences or 3. Write narratives to develop real or imagined experiences or 3. Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, events using effective technique, relevant descriptive details, events using effective technique, relevant descriptive details,
and well-structured event sequences. and well-structured event sequences. and well-structured event sequences.
a. Engage and orient the reader by establishing a context a. Engage and orient the reader by establishing a context a. Engage and orient the reader by establishing a context
and introducing a narrator and/or characters; and point of view and introducing a narrator and/or and point of view and introducing a narrator and/or
organize an event sequence that unfolds naturally and characters; organize an event sequence that unfolds characters; organize an event sequence that unfolds
logically. naturally and logically. naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, b. Use narrative techniques, such as dialogue, pacing, b. Use narrative techniques, such as dialogue, pacing,
and description, to develop experiences, events, and description, to develop experiences, events, description, and reflection, to develop experiences,
and/or characters. and/or characters. events, and/or characters.
c. Use a variety of transition words, phrases, and clauses c. Use a variety of transition words, phrases, and clauses c. Use a variety of transition words, phrases, and clauses
to convey sequence and signal shifts from one time to convey sequence and signal shifts from one time to convey sequence, signal shifts from one time frame
frame or setting to another. frame or setting to another. or setting to another, and show the relationships
d. Use precise words and phrases, relevant descriptive d. Use precise words and phrases, relevant descriptive among experiences and events.
details, and sensory language to convey experiences details, and sensory language to capture the action and d. Use precise words and phrases, relevant descriptive
and events. convey experiences and events. details, and sensory language to capture the action and
e. Provide a conclusion that follows from the narrated e. Provide a conclusion that follows from and reflects on convey experiences and events.
experiences or events. the narrated experiences or events. e. Provide a conclusion that follows from and reflects on
the narrated experiences or events.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the 4. Produce clear and coherent writing in which the 4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to development, organization, and style are appropriate to development, organization, and style are appropriate to task,
task, purpose, and audience. (Grade-specific expectations task, purpose, and audience. (Grade-specific expectations purpose, and audience. (Grade-specific expectations for
for writing types are defined in standards 1–3 above.) for writing types are defined in standards 1–3 above.) writing types are defined in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a variety a. Produce text (print or nonprint) that explores a variety a. Produce text (print or nonprint) that explores a variety of
of cultures and perspectives. of cultures and perspectives. cultures and perspectives.
5. With some guidance and support from peers and adults, 5. With some guidance and support from peers and adults, 5. With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning, develop and strengthen writing as needed by planning, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach. revising, editing, rewriting, or trying a new approach, revising, editing, rewriting, or trying a new approach,
(Editing for conventions should demonstrate command of focusing on how well purpose and audience have been focusing on how well purpose and audience have been
Language standards 1–3 up to and including grade 6 on addressed. (Editing for conventions should demonstrate addressed. (Editing for conventions should demonstrate
page 66.) command of Language standards 1–3 up to and including command of Language standards 1–3 up to and including
grade 7 on page 66.) grade 8 on page 66.)
6. Use technology, including the Internet, to produce and 6. Use technology, including the Internet, to produce and 6. Use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with publish writing and link to and cite sources as well as to publish writing and present the relationships between
others; demonstrate sufficient command of keyboarding interact and collaborate with others, including linking to information and ideas efficiently as well as to interact and
skills to type a minimum of three pages in a single sitting. and citing sources. collaborate with others.
Standards for English Language Arts | 6–12 14
Writing Standards 6–12 [W]
Grade 6 students: Grade 7 students: Grade 8 students:
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question, 7. Conduct short research projects to answer a question, 7. Conduct short research projects to answer a question
drawing on several sources and refocusing the inquiry drawing on several sources and generating additional (including a self-generated question), drawing on several
when appropriate. related, focused questions for further research and sources and generating additional related, focused questions
investigation. that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital 8. Gather relevant information from multiple print and digital 8. Gather relevant information from multiple print and digital
sources; assess the credibility of each source; and quote or sources, using search terms effectively; assess the sources, using search terms effectively; assess the credibility
paraphrase the data and conclusions of others while credibility and accuracy of each source; and quote or and accuracy of each source; and quote or paraphrase the
avoiding plagiarism and providing basic bibliographic paraphrase the data and conclusions of others while data and conclusions of others while avoiding plagiarism and
information for sources. avoiding plagiarism and following a standard format for following a standard format for citation.
citation.
9. Draw evidence from literary or informational texts to 9. Draw evidence from literary or informational texts to 9. Draw evidence from literary or informational texts to
support analysis, reflection, and research. support analysis, reflection, and research. support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature (e.g., a. Apply grade 7 Reading standards to literature a. Apply grade 8 Reading standards to literature (e.g.,
“Compare and contrast texts in different forms or (e.g., “Compare and contrast a fictional portrayal of a “Analyze how a modern work of fiction draws on
genres [e.g., stories and poems; historical novels and time, place, or character and a historical account of themes, patterns of events, or character types from
fantasy stories] in terms of their approaches to similar the same period as a means of understanding how myths, traditional stories, or religious works such as
themes and topics”). authors of fiction use or alter history”). the Bible, including describing how the material is
b. Apply grade 6 Reading standards to literary nonfiction b. Apply grade 7 Reading standards to literary nonfiction rendered new”).
(e.g., “Trace and evaluate the argument and specific (e.g. “Trace and evaluate the argument and specific b. Apply grade 8 Reading standards to literary nonfiction
claims in a text, distinguishing claims that are claims in a text, assessing whether the reasoning is (e.g., “Delineate and evaluate the argument and
supported by reasons and evidence from claims that sound and the evidence is relevant and sufficient to specific claims in a text, assessing whether the
are not”). support the claims”). reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is
introduced”).
Range of Writing
10. Write routinely over extended time frames (time for 10. Write routinely over extended time frames (time for 10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames research, reflection, and revision) and shorter time frames research, reflection, and revision) and shorter time frames (a
(a single sitting or a day or two) for a range of discipline- (a single sitting or a day or two) for a range of discipline- single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences. specific tasks, purposes, and audiences. specific tasks, purposes, and audiences.
Responding to Literature Responding to Literature
111. Create and present a text or art work in response to a Responding to Literature 11. Create a presentation, art work, or text in response to a
literary work. 11. Create a presentation, art work, or text in response to a literary work with a commentary that identifies connections
a. Develop a perspective or theme supported by relevant literary work with a commentary that identifies and explains divergences from the original.
details. connections. a. Make well-supported personal, cultural, textual, and
b. Recognize and illustrate social, historical, and cultural a. Make deliberate, personal, cultural, textual, and thematic connections across genres.
features in the presentation of literary texts. thematic connections across genres.
b. Create poetry, stories, plays, and other literary forms b. Create poetry, stories, plays, and other literary forms
c. Create poetry, stories, plays, and other literary forms
(e.g. videos, art work). (e.g. videos, art work). (e.g. videos, art work).
Standards for English Language Arts | 6–12 15
Writing Standards 6–12 [W] Formatted: Top: 0.15", Bottom: 0.05",
Header distance from edge: 0.15", Footer
The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the distance from edge: 0.3"
latter providing additional specificity.
Grades 9–10 students: Grades 11–12 students:
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to
formulate an argument. formulate an argument.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
and create an organization that establishes clear relationships among claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
counterclaims, reasons, and evidence. logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
out the strengths and limitations of both in a manner that anticipates the audience’s evidence for each while pointing out the strengths and limitations of both in a manner
knowledge level and concerns. that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the
and clarify the relationships between claim(s) and reasons, between reasons and text, create cohesion, and clarify the relationships between claim(s) and reasons,
evidence, and between claim(s) and counterclaims. between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms d. Establish and maintain a formal style and objective tone while attending to the norms and
and conventions of the discipline in which they are writing. conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument e. Provide a concluding statement or section that follows from and supports the argument
presented. presented.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis information clearly and accurately through the effective selection, organization, and analysis of
of content. content.
a. Introduce a topic; organize complex ideas, concepts, and information to make a. Introduce a topic; organize complex ideas, concepts, and information so that each new
important connections and distinctions; include formatting (e.g., headings), graphics element builds on that which precedes it to create a unified whole; include formatting
(e.g., figures, tables), and multimedia when useful to aiding comprehension. (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, comprehension.
concrete details, quotations, or other information and examples appropriate to the b. Develop the topic thoroughly by selecting the most significant and relevant facts,
audience’s knowledge of the topic. extended definitions, concrete details, quotations, or other information and examples
c. Use appropriate and varied transitions to link the major sections of the text, create appropriate to the audience’s knowledge of the topic.
cohesion, and clarify the relationships among complex ideas and concepts. c. Use appropriate and varied transitions and syntax to link the major sections of the text,
d. Use precise language and domain-specific vocabulary to manage the complexity of the create cohesion, and clarify the relationships among complex ideas and concepts.
topic. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor,
e. Establish and maintain a formal style and objective tone while attending to the norms simile, and analogy to manage the complexity of the topic.
and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and
f. Provide a concluding statement or section that follows from and supports the conventions of the discipline in which they are writing.
information or explanation presented (e.g., articulating implications or the significance f. Provide a concluding statement or section that follows from and supports the information
of the topic). or explanation presented (e.g., articulating implications or the significance of the topic).
Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12 16
Writing Standards 6–12 [W]
Grades 9–10 students: Grades 11–12 students:
Text Types and Purposes (continued)
3. Write narratives to develop real or imagined experiences or events using effective technique, 3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences. well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, a. Engage and orient the reader by setting out a problem, situation, or observation and its
establishing one or multiple point(s) of view, and introducing a narrator and/or significance, establishing one or multiple point(s) of view, and introducing a narrator
characters; create a smooth progression of experiences or events. and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters. plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to c. Use a variety of techniques to sequence events so that they build on one another to
create a coherent whole. create a coherent whole and build toward a particular tone and outcome (e.g., a sense
d. Use precise words and phrases, telling details, and sensory language to convey a vivid of mystery, suspense, growth, or resolution).
picture of the experiences, events, setting, and/or characters. d. Use precise words and phrases, telling details, and sensory language to convey a vivid
e. Provide a conclusion that follows from and reflects on what is experienced, observed, picture of the experiences, events, setting, and/or characters.
or resolved over the course of the narrative. e. Provide a conclusion that follows from and reflects on what is experienced, observed,
f. Adapt voice, awareness of audience, and use of language to accommodate a variety of or resolved over the course of the narrative.
cultural contexts. f. Adapt voice, awareness of audience, and use of language to accommodate a variety of
cultural contexts.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are 4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.) defined in standards 1–3 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose and a new approach, focusing on addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of Language standards 1–3 audience. (Editing for conventions should demonstrate command of Language standards 1–3
up to and including grades 9–10 on page 68.) up to and including grades 11–12 on page 68.)
6. Use technology, including the Internet, to produce, publish, and update individual or shared 6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and writing products in response to ongoing feedback, including new arguments or information.
to display information flexibly and dynamically.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a 7. Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation. subject under investigation.
a. Explore topics dealing with different cultures and world viewpoints. a. Explore topics dealing with different cultures and world viewpoints.
8. Gather relevant information from multiple authoritative print and digital sources, using 8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research advanced searches effectively; assess the strengths and limitations of each source in terms of
question; integrate information into the text selectively to maintain the flow of ideas, the task, purpose, and audience; integrate information into the text selectively to maintain
avoiding plagiarism and following a standard format for citation. the flow of ideas, avoiding plagiarism and overreliance on any one source and following a
standard format for citation.
Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12 17
Writing Standards 6–12 [W]
Grades 9–10 students: Grades 11–12 students:
Research to Build and Present Knowledge (continued)
9. Draw evidence from literary or informational texts to support analysis, reflection, and 9. Draw evidence from literary or informational texts to support analysis, reflection, and
research. research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of
and transforms source material in a specific work [e.g., how Shakespeare treats a theme eighteenth-, nineteenth- and early-twentieth-century foundational works of American
or topic from Ovid or the Bible or how a later author draws on a play by literature, including how two or more texts from the same period treat similar themes
Shakespeare]”). or topics”).
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate
the argument and specific claims in a text, assessing whether the reasoning is valid and the reasoning in seminal U.S. texts, including the application of constitutional principles
the evidence is relevant and sufficient; identify false statements and fallacious and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and
reasoning”). dissents] and the premises, purposes, and arguments in works of public advocacy [e.g.,
The Federalist, presidential addresses]”).
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and 10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences. audiences.
Responding to Literature Responding to Literature
11. Create literary texts that demonstrate knowledge and understanding of a wide variety of texts 11. Create interpretive and responsive texts to demonstrate knowledge and a sophisticated
of recognized literary merit. understanding of the connections between life and the literary work.
a. Engage in a wide range of prewriting experiences, such as using a variety of visual a. Engage in using a wide range of prewriting strategies, such as visual representations and the
representations, to express personal, social, and cultural connections and insights. creation of factual and interpretive questions, to express personal, social and cultural
b. Identify, analyze, and use elements and techniques of various genres of literature. connections and insights.
c. Develop critical and interpretive texts from more than one perspective, including historical b. Identify, analyze, and use elements and techniques of various genres of literature, such as
and cultural. allegory, stream of consciousness, irony, and ambiguity, to affect meaning.
d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work). c. Develop innovative perspectives on texts, including historical, cultural, sociological, and
psychological contexts.
d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).
Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12 18
College and Career Readiness Anchor Standards for Speaking and Listening Note on range and content
of student speaking and listening
The grades 6–12 standards on the following pages define what students should understand and be able to do by
the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by To become college and career ready, students
number. The CCR and grade-specific standards are necessary complements—the former providing must have ample opportunities to take part in a
broad standards, the latter providing additional specificity—that together define the skills and understandings variety of rich, structured conversations—as part
that all students must demonstrate. of a whole class, in small groups, and with a
partner—built around important content in various
Comprehension and Collaboration
domains. They must be able to contribute
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
appropriately to these conversations, to make
partners, building on others’ ideas and expressing their own clearly and persuasively.
comparisons and contrasts, and to analyze and
2. Integrate and evaluate information presented in diverse media and formats, including visually,
synthesize a multitude of ideas in accordance
quantitatively, and orally.
with the standards of evidence appropriate to a
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
particular discipline. Whatever their intended
major or profession, high school graduates will
Presentation of Knowledge and Ideas
depend heavily on their ability to listen attentively
4. Present information, findings, and supporting evidence such that listeners can follow the line of
to others so that they are able to build on others’
reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
meritorious ideas while expressing their own
5. Make strategic use of digital media and visual displays of data to express information and enhance
clearly and persuasively.
understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
New technologies have broadened and expanded
English when indicated or appropriate.
the role that speaking and listening play in
acquiring and sharing knowledge and have
tightened their link to other forms of
communication. The Internet has accelerated the
speed at which connections between speaking,
listening, reading, and writing can be made,
requiring that students be ready to use these
modalities nearly simultaneously. Technology
itself is changing quickly, creating a new urgency
for students to be adaptable in response to
change.
Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12 19
Speaking and Listening Standards 6–12 [SL]
The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students
advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Grade 6 students: Grade 7 students: Grade 8 students:
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions 1. Engage effectively in a range of collaborative discussions (one- 1. Engage effectively in a range of collaborative discussions (one-
(one-on-one, in groups, and teacher-led) with diverse on-one, in groups, and teacher-led) with diverse partners on on-one, in groups, and teacher-led) with diverse partners on
partners on grade 6 topics, texts, and issues, building on others’ grade 7 topics, texts, and issues, building on others’ ideas and grade 8 topics, texts, and issues, building on others’ ideas and
ideas and expressing their own clearly. expressing their own clearly. expressing their own clearly.
a. Come to discussions prepared, having read or studied a. Come to discussions prepared, having read or a. Come to discussions prepared, having read or researched
required material; explicitly draw on that preparation researched material under study; explicitly draw on that material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to preparation by referring to evidence on the topic, text, by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals or issue to probe and reflect on ideas under discussion. probe and reflect on ideas under discussion.
and deadlines, and define individual roles as needed. b. Follow rules for collegial discussions, track progress b. Follow rules for collegial discussions and decision-
c. Pose and respond to specific questions with toward specific goals and deadlines, and define making, track progress toward specific goals and
elaboration and detail by making comments that individual roles as needed. deadlines, and define individual roles as needed.
contribute to the topic, text, or issue under discussion. c. Pose questions that elicit elaboration and respond to c. Pose questions that connect the ideas of several speakers
d. Review the key ideas expressed and demonstrate others’ questions and comments with relevant and respond to others’ questions and comments with
understanding of multiple perspectives through observations and ideas that bring the discussion back on relevant evidence, observations, and ideas.
reflection and paraphrasing. topic as needed. d. Acknowledge new information expressed by others,
e. Seek to understand and communicate with individuals d. Acknowledge new information expressed by others and, when warranted, qualify or justify their own views
from different perspectives and cultural backgrounds. and, when warranted, modify their own views. in light of the evidence presented.
e. Seek to understand other perspectives and cultures and e. Seek to understand other perspectives and cultures and
communicate effectively with audiences or individuals communicate effectively with audiences or individuals
from varied backgrounds. from varied backgrounds.
2. Interpret information presented in diverse media and 2. Analyze the main ideas and supporting details presented in 2. Analyze the purpose of information presented in diverse
formats (e.g., visually, quantitatively, orally) and explain diverse media and formats (e.g., visually, quantitatively, media and formats (e.g., visually, quantitatively, orally) and
how it contributes to a topic, text, or issue under study. orally) and explain how the ideas clarify a topic, text, or issue evaluate the motives (e.g., social, commercial, political)
a. Use their experience and their knowledge of language and under study. behind its presentation.
logic, as well as culture, to think analytically, address a. Use their experience and their knowledge of language and a. Use their experience and their knowledge of language and
problems creatively, and advocate persuasively logic, as well as culture, to think analytically, address logic, as well as culture, to think analytically, address
problems creatively, and advocate persuasively problems creatively, and advocate persuasively.
3. Delineate a speaker’s argument and specific claims, 3. Delineate a speaker’s argument and specific claims, evaluating 3. Delineate a speaker’s argument and specific claims,
distinguishing claims that are supported by reasons and the soundness of the reasoning and the relevance and evaluating the soundness of the reasoning and relevance and
evidence from claims that are not. sufficiency of the evidence. sufficiency of the evidence and identifying when irrelevant
evidence is introduced.
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing ideas logically and 4. Present claims and findings, emphasizing salient points in a 4. Present claims and findings, emphasizing salient points in a
using pertinent descriptions, facts, and details to accentuate focused, coherent manner with pertinent descriptions, facts, focused, coherent manner with relevant evidence, sound
main ideas or themes; use appropriate eye contact, adequate details, and examples; use appropriate eye contact, adequate valid reasoning, and well-chosen details; use appropriate eye
volume, and clear pronunciation. volume, and clear pronunciation. contact, adequate volume, and clear pronunciation.
5.
Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12 20
Grade 6 students: Grade 7 students: Grade 8 students:
5. Include multimedia components (e.g., graphics, images, 5. Include multimedia components and visual displays in 5. Integrate multimedia and visual displays into presentations to
music, sound) and visual displays in presentations to clarify presentations to clarify claims and findings and emphasize clarify information, strengthen claims and evidence, and add
information. salient points. interest.
6. Adapt speech to a variety of contexts and tasks, 6. Adapt speech to a variety of contexts and tasks, 6. Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated demonstrating command of formal English when indicated demonstrating command of formal English when indicated
or appropriate. (See grade 6 Language standards 1 and 3 on or appropriate. (See grade 7 Language standards 1 and 3 on or appropriate. (See grade 8 Language standards 1 and 3 on
page 66 for specific expectations.) page 66 for specific expectations.) page 66 for specific expectations.)
Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12 21
Speaking and Listening Standards 6–12 [SL]
The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the
latter providing additional specificity.
Grades 9–10 students: Grades 11–12 students:
Comprehension and Collaboration
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively. on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear
b. Work with peers to set rules for collegial discussions and decision-making (e.g., goals and deadlines, and establish individual roles as needed.
informal consensus, taking votes on key issues, presentation of alternate views), clear c. Propel conversations by posing and responding to questions that probe reasoning and
goals and deadlines, and individual roles as needed. evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify,
c. Propel conversations by posing and responding to questions that relate the current or challenge ideas and conclusions; and promote divergent and creative perspectives.
discussion to broader themes or larger ideas; actively incorporate others into the d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
discussion; and clarify, verify, or challenge ideas and conclusions. made on all sides of an issue; resolve contradictions when possible; and determine what
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and additional information or research is required to deepen the investigation or complete
disagreement, and, when warranted, qualify or justify their own views and the task.
understanding and make new connections in light of the evidence and reasoning e. Seek to understand other perspectives and cultures and communicate effectively with
presented. audiences or individuals from varied backgrounds.
e. Seek to understand other perspectives and cultures and communicate effectively with
audiences or individuals from varied backgrounds.
2. Integrate multiple sources of information presented in diverse media or formats (e.g., 2. Integrate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, orally) evaluating the credibility and accuracy of each source. visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among the
data.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the
any fallacious reasoning or exaggerated or distorted evidence. stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence clearly, concisely, and logically such 4. Present information, findings, and supporting evidence, conveying a clear and distinct
that listeners can follow the line of reasoning and the organization, development, substance, perspective, such that listeners can follow the line of reasoning, alternative or opposing
and style are appropriate to purpose, audience, and task. perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest. to add interest.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English 6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English
when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 68 for when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 68 for
specific expectations.) specific expectations.)
Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12 22
College and Career Readiness Anchor Standards for Language Note on range and content
The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of student language use
of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The To be college and career ready in language,
CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter students must have firm control over the
providing additional specificity—that together define the skills and understandings that all students must demonstrate. conventions of standard English. At the same
time, they must come to appreciate that
Conventions of Standard English
language is as at least as much a matter of
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
craft as of rules and be able to choose words,
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when syntax, and punctuation to express themselves
writing. and achieve particular functions and rhetorical
effects. They must also have extensive
Knowledge of Language
vocabularies, built through reading and study,
3. Apply knowledge of language to understand how language functions in different contexts, to make effective
enabling them to comprehend complex texts
choices for meaning or style, and to comprehend more fully when reading or listening.
and engage in purposeful writing about and
Vocabulary Acquisition and Use conversations around content. They need to
become skilled in determining or clarifying the
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. meaning of words and phrases they encounter,
choosing flexibly from an array of strategies to
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
aid them. They must learn to see an individual
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
word as part of a network of other words—
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence
in gathering vocabulary knowledge when considering a word or phrase important to comprehension or words, for example, that have similar
expression. denotations but different connotations. The
inclusion of Language standards in their own
strand should not be taken as an indication
that skills related to conventions, effective
language use, and vocabulary are unimportant
to reading, writing, speaking, and listening;
indeed, they are inseparable from such
contexts.
Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12 23
Language Standards 6–12 [L]
The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students
advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills
and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with
an asterisk (*). See the table on page 57 for a complete listing and Appendix A for an example of how these skills develop in sophistication.
Grade 6 students: Grade 7 students: Grade 8 students:
Conventions of Standard English
1. Demonstrate command of the conventions of standard 1. Demonstrate command of the conventions of standard 1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. English grammar and usage when writing or speaking. English grammar and usage when writing or speaking.
a. Ensure that pronouns are in the proper case a. Explain the function of phrases and clauses in general a. Explain the function of verbals (gerunds, participles,
(subjective, objective, possessive). and their function in specific sentences. infinitives) in general and their function in particular
b. Use intensive pronouns (e.g., myself, ourselves). b. Choose among simple, compound, complex, and sentences.
c. Recognize and correct inappropriate shifts in pronoun compound-complex sentences to signal differing b. Form and use verbs in the active and passive voice.
number and person.* relationships among ideas. c. Form and use verbs in the indicative, imperative,
d. Recognize and correct vague pronouns (i.e., ones c. Place phrases and clauses within a sentence, interrogative, conditional, and subjunctive mood.
with unclear or ambiguous antecedents).* recognizing and correcting misplaced and dangling d. Recognize and correct inappropriate shifts in verb voice
e. Recognize variations from standard English in their modifiers.* and mood.*
own and others' writing and speaking, and identify
and use strategies to improve expression in
conventional language.*
2. Demonstrate command of the conventions of standard 2. Demonstrate command of the conventions of standard 2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when English capitalization, punctuation, and spelling when English capitalization, punctuation, and spelling when
writing. writing. writing.
a. Use punctuation (commas, parentheses, dashes) to set a. Use a comma to separate coordinate adjectives (e.g., a. Use punctuation (comma, ellipsis, dash) to indicate a
off nonrestrictive/parenthetical elements.* It was a fascinating, enjoyable movie but not He wore an pause or break.
b. Spell correctly. old[,] green shirt). b. Use an ellipsis to indicate an omission.
b. Spell correctly. c. Spell correctly.
Knowledge of Language
3. Use knowledge of language and its conventions when 3. Use knowledge of language and its conventions when 3. Use knowledge of language and its conventions when writing,
writing, speaking, reading, or listening. writing, speaking, reading, or listening. speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener a. Choose language that expresses ideas precisely and a. Use verbs in the active and passive voice and in the
interest, and style.* concisely, recognizing and eliminating wordiness and conditional and subjunctive mood to achieve particular
b. Maintain consistency in style and tone.* redundancy.* effects (e.g., emphasizing the actor or the action;
expressing uncertainty or describing a state contrary to
fact).
Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12 24
Language Standards 6–12 [L]
Grade 6 students: Grade 7 students: Grade 8 students:
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and 4. Determine or clarify the meaning of unknown and 4. Determine or clarify the meaning of unknown and multiple-
multiple-meaning words and phrases based on grade 6 multiple-meaning words and phrases based on grade 7 meaning words or phrases based on grade 8 reading and
reading and content, choosing flexibly from a range of reading and content, choosing flexibly from a range of content, choosing flexibly from a range of strategies.
strategies. strategies. a. Use context (e.g., the overall meaning of a sentence or
a. Use context (e.g., the overall meaning of a sentence a. Use context (e.g., the overall meaning of a sentence paragraph; a word’s position or function in a sentence)
or paragraph; a word’s position or function in a or paragraph; a word’s position or function in a as a clue to the meaning of a word or phrase.
sentence) as a clue to the meaning of a word or sentence) as a clue to the meaning of a word or b. Use common, grade-appropriate Greek or Latin affixes
phrase. phrase. and roots as clues to the meaning of a word (e.g.,
b. Use common, grade-appropriate Greek or Latin b. Use common, grade-appropriate Greek or Latin precede, recede, secede).
affixes and roots as clues to the meaning of a word affixes and roots as clues to the meaning of a word c. Consult general and specialized reference materials
(e.g., audience, auditory, audible). (e.g., belligerent, bellicose, rebel). (e.g., dictionaries, glossaries, thesauruses), both print
c. Consult reference materials (e.g., dictionaries, c. Consult general and specialized reference materials and digital, to find the pronunciation of a word or
glossaries, thesauruses), both print and digital, to find (e.g., dictionaries, glossaries, thesauruses), both print determine or clarify its precise meaning or its part of
the pronunciation of a word or determine or clarify and digital, to find the pronunciation of a word or speech.
its precise meaning or its part of speech. determine or clarify its precise meaning or its part of d. Verify the preliminary determination of the meaning of
d. Verify the preliminary determination of the meaning speech. a word or phrase (e.g., by checking the inferred
of a word or phrase (e.g., by checking the inferred d. Verify the preliminary determination of the meaning meaning in context or in a dictionary).
meaning in context or in a dictionary). of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word 5. Demonstrate understanding of figurative language, word 5. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings. relationships, and nuances in word meanings. relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in a. Interpret figures of speech (e.g., literary, biblical, and a. Interpret figures of speech (e.g. verbal irony, puns) in
context. mythological allusions) in context. context.
b. Use the relationship between particular words (e.g., b. Use the relationship between particular words (e.g., b. Use the relationship between particular words to
cause/effect, part/whole, item/category) to better synonym/antonym, analogy) to better understand better understand each of the words.
understand each of the words. each of the words. c. Distinguish among the connotations (associations) of
c. Distinguish among the connotations (associations) of c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
words with similar denotations (definitions) (e.g., words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
stingy, scrimping, economical, unwasteful, thrifty). refined, respectful, polite, diplomatic, condescending).
6. Acquire and use accurately grade-appropriate general 6. Acquire and use accurately grade-appropriate general 6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather academic and domain-specific words and phrases; gather academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or vocabulary knowledge when considering a word or vocabulary knowledge when considering a word or phrase
phrase important to comprehension or expression. phrase important to comprehension or expression. important to comprehension or expression.
Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12 25
Language Standards 6–12 [L]
The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter
providing additional specificity.
Grades 9–10 students: Grades 11–12 students:
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when 1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking. writing or speaking.
a. Use parallel structure.* a. Apply the understanding that usage is a matter of convention, can change over time, and
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, is sometimes contested.
absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-
specific meanings and add variety and interest to writing or presentations. Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, 2. Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing. and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related a. Observe hyphenation conventions.
independent clauses. b. Spell correctly.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to 3. Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or make effective choices for meaning or style, and to comprehend more fully when reading or
listening. listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as
Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. needed; apply an understanding of syntax to the study of complex texts when reading.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 9–10 reading and content, choosing flexibly from a range of strategies. on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase. position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or b. Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). parts of speech (e.g., conceive, conception, conceivable).
c.b. Consult general and specialized reference materials (e.g., dictionaries, glossaries, c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, Formatted: Bullets and Numbering
thesauruses), both print and digital, to find the pronunciation of a word or determine or thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, or its etymology. clarify its precise meaning, its part of speech, its etymology, or its standard usage.
d.c. Verify the preliminary determination of the meaning of a word or phrase (e.g., by d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary). checking the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in
role in the text. the text.
b. Analyze nuances in the meaning of words with similar denotations. b. Analyze nuances in the meaning of words with similar denotations.
6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level; for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or demonstrate independence in gathering vocabulary knowledge when considering a word or
phrase important to comprehension or expression. phrase important to comprehension or expression.
Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12 26
Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12 27
